*AnnotationThe Learning with the Rainbow Fish lesson could be used
with children in Pre-K through third grades. This lesson is designed
for kindergartenlevel students. The students will begin with
a hands-on technology activity of a Paint picture with a summary of the
literature story. The students will have the opportunity to explore
the Microsoft Paint Program. This is a cross-curricular lesson integrating
technology, art, and language arts skills.

*Primary Learning Outcome:With teacher guidance, students will be able to use the
mouse while operating the computer and develop a picture using a drawing
program. Students will discuss questions about literature story.
How do you use the mouse to make the page move up and down (scroll)?
Describe how you made your picture on the computer. What do you think
would have happened to the Rainbow Fish if he did not share his shining
scales?

Procedures:Step OneIntroduce students to the MS Paint picture and summary
of the book, The Rainbow Fish, on the Internet (see URL above). Discuss
the story, picture, and questions with the students.

Estimated Time:About 10 minutes

Lesson Materials to be Attached:Copy of: The Rainbow Fish Web Page

Annotation:Copy of website developed for this lesson plan.http://www.valdosta.edu/~ahhousto/paint.html

Web Link for Step One:Title: The Rainbow Fish

URL:http://www.valdosta.edu/~ahhousto/paint.html

Annotation:Website with Paint picture summary and questions.

Step TwoTeacher will read book, The Paperboy, by
Dav Pilkey to students. Students will discuss answers to questions
about the story. Questions: What do you think motivated the
paperboy to get up so early in the morning to deliver the newspapers?
What do you think would have happened to the newspapers if the paperboy
did not get up? During this process teacher will give assistance when needed.

Estimated Time:About 15 minutes

Step ThreeShow students how to open the Paint program and demonstrate
some of the Paint tools. Students will explore with the Paint program
and draw a picture about the story or questions. Save studentsí Paint
pictures on disks. Print 2 copies of the studentís paint picture
(one for student and one for technology notebook).

Estimated Time:About 15 minutes

Step FourStudents will discuss and share their drawing products
with their peers.

Estimated Time:About 5 minutes

*Assessment:

Student will be assessed through observation while using
the mouse to control the computer and using the drawing program.Satisfactory: Student is able to control the computer
and use the mouse to view the Paint Web page and explore the drawing program.Unsatisfactory: Student is not able to control the computer
or use the mouse when viewing the Paint Web page and exploring the drawing
program.

Studentís product will be assessed for answers to the
questions.Satisfactory: Student is able to write or dictate answers
that make sense to the presented questions in reference to the story.Unsatisfactory: Student is not able to write or dictate
answers that make sense to the presented questions.

Student will be assessed by the development of a picture
using the drawing program with or without the assistance of the teacher.Satisfactory: Student is able to develop a picture through
the use of the drawing program with or without the assistance of the teacher.Unsatisfactory: Student is not able to develop a picture
through the use of the drawing program with or without the assistance of
the teacher.

Accommodation:The student I need to make special accommodations for
has emotional and behavioral disorder. He had difficulty staying
on task; however, he is academically at grade level. When working
with this student, I need to use close proximity to assist the students
in focusing on the directions and staying seated. Also, I should
provide optional work areas that have less distractions.

The following web page will provide teachers with accommodations
to assist students that have emotional and behavioral disorder.

1. Describe and give examples of how the students
were engaged in learning during your lesson. The
first student appeared to be engaged in the lesson by stating that the
rainbow fish would not have had any friends if he did not share his shining
scales with the other fish. Also, the student said the motivation
for the paperboy to get up so early to deliver the newspapers was so that
the people would receive their newspapers to read. The second student
appeared engaged in the lesson by stating that the rainbow fish would probably
be sad because he would not share his scales with the other fish in the
sea and would cause him to not have any friends. Also, this student
stated that the people would not get their newspapers if the paperboy did
not get up so early in the morning.(Tell what the students did to show
they were learning during the lesson, e.g., students appeared to be engaged
during the lesson when they discussed the different parts of the butterfly
life cycle and asked questions about caterpillars and butterflies during
the lesson. Give specific examples.)

2. Describe and give examples of how the
students achieved the assessment of your lesson. The
first student was received a satisfactory in the Technology Integration
assessment. He was able to control the computer by using the mouse
to use the Paint Web page to draw a picture of the paperboy's house and
he included a window upstairs for the paperboy's bedroom. Also, he
used the different options on the Paint program, e.g., the student changed
from the pencil to the paintbrush, changed colors and used the eraserwhile
drawing his house. The drawing was done without assistance of the
teacher. This student would also receive a satisfactory in the Language
Arts and Written Communication area. One critical thinking question
I asked him was: "What do you think motivated the paperboy to get
up so early to deliver the newspapers?" This student responded so
that people would have their newspapers in the morning. This student
would receive a satisfactory in the Fine Arts Visual Arts. This student
was able to use the paint program to draw a picture of the paperboy's house
and included a window upstairs for the paperboy's bedroom. The second
student would receive a satisfactory in the Technology Integration.
This student was able to control the computer by using the mouse in the
Paint program to draw a picture of the paperboy's house. She
was able to use the various features on the paint program to help assist
in drawing the picture. She changed colors and used the different
types of drawing tools (pencil, paintbrush, spray can) without assistance
of the teacher. This student would receive a satisfactory in the Language
Arts and Written Communication area. I asked her the critical thinking
question: "What do you think would have happen to the newspapers if the
paperboy did not get up?" She responded by saying, "the newspapers
would not get to the people". This student would receive a satisfactory
in Fine Arts Visual Arts. She was able to incorporate flowers and
birds around the paperboy's house and she added a sun to the picture
and stated that it was morning and the paperboy had already delivered his
newspapers. (Tell how the students responded to your assessment.
Be sure to include the students' achievement of satisfactory or
unsatisfactory for the assessment for each of your QCCs. Give
specific examples that illustrate how your students did for each part of
the lesson's assessment.)

3. Describe what you would change
or do differently if you taught this lesson again. (Give specific
examples). While I read my story, I would discuss the book more as
I read along to the students because there were several times that we had
to refer back to the book for details. I would talk the students
through new steps on the computer, instead of, initially doing it for them.
For example, one student erased more than he intended and I went to edit
and used the undo feature whereas, I should have talked him through the
process and allowed him to do it himself.

Students' Scanned Pictures from Paint LessonLesson Taught by Amy Houston with a Kindergarten Class at Hahira Elementary
School

Book Title for Paint Project

The Paperboy by Dav Pilkey

Cover of Book(Optional)

Questions from Paint Lesson

1. What do you think motivated the paperboy to get up
so early in the morning to deliver the newspapers?

2. What do you think would have happened to the newspapers
if the paperboy did not get up?

Jamie's Picture of The Paperboy's house

Answers & Comments to Paint Lesson

1."Because he knew he had to deliver the
newspapers and it was his job."

2. "The papers would not be delivered."

Pictures form the Paint Lesson

Description of picture and comments made by student

This is a picture that Jamie drew of the paperboy's house.
The window upstairs is the paperboy's bedroom where he and his dog sleep.

Christine's picture of the Paperboy's house

Answers & Comments to Paint Lesson

1. "People would have their newspapers in the morning."

2. "The newspapers probably would not get to the people."

Pictures form the Paint Lesson

Description of picture and comments made by student

This is a picture that Christine drew of the paperboy's
house. She also included birds, flowers and the sun to show that
it was morning and the paperboy had finished his paper route.